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abilities</title> <meta name="description" content="Search results for: cognitive abilities"> <meta name="keywords" content="cognitive abilities"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="cognitive abilities"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2463</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: cognitive abilities</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2463</span> Genetic-Environment Influences on the Cognitive Abilities of 6-to-8 Years Old Twins</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annu%20Panghal">Annu Panghal</a>, <a href="https://publications.waset.org/abstracts/search?q=Bimla%20Dhanda"> Bimla Dhanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper aims to determine the genetic-environment influences on the cognitive abilities of twins. Using the 100 pairs of twins from two districts, namely: Bhiwani (N = 90) and Hisar (N = 110) of Haryana State, genetic and environmental influences were assessed in twin study design. The cognitive abilities of twins were measured using the Wechsler Intelligence Scale for Children (WISC-R). Home Observation for Measurement of the Environment (HOME) Inventory was taken to examine the home environment of twins. Heritability estimate was used to analyze the genes contributing to shape the cognitive abilities of twins. The heritability estimates for cognitive abilities of 6-7 years old twins in Hisar district were 74% and in Bhiwani District 76%. Further the heritability estimates were 64% in the twins of Hisar district and 60 in Bhiwani district % in the age group of 7-8 years. The remaining variations in the cognitive abilities of twins were due to environmental factors namely: provision for Active Stimulation, paternal involvement, safe physical environment. The findings provide robust evidence that the cognitive abilities were more influenced by genes than the environmental factors and also revealed that the influence of genetic was more in the age group 6-7 years than the age group 7-8 years. The conclusion of the heritability estimates indicates that the genetic influence was more in the age group of 6-7 years than the age group of 7-8 years. As the age increases the genetic influence decreases and environment influence increases. Mother education was strongly associated with the cognitive abilities of twins. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genetics" title="genetics">genetics</a>, <a href="https://publications.waset.org/abstracts/search?q=heritability" title=" heritability"> heritability</a>, <a href="https://publications.waset.org/abstracts/search?q=twins" title=" twins"> twins</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a> </p> <a href="https://publications.waset.org/abstracts/113491/genetic-environment-influences-on-the-cognitive-abilities-of-6-to-8-years-old-twins" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2462</span> Disparity of Learning Styles and Cognitive Abilities in Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mimi%20Mohaffyza%20Mohamad">Mimi Mohaffyza Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Yee%20Mei%20Heong"> Yee Mei Heong</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurfirdawati%20Muhammad%20Hanafi"> Nurfirdawati Muhammad Hanafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tee%20Tze%20Kiong"> Tee Tze Kiong </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted to investigate the disparity of between learning styles and cognitive abilities specifically in Vocational Education. Felder and Silverman Learning Styles Model (FSLSM) was applied to measure the students’ learning styles while the content in Building Construction Subject consists; knowledge, skills and problem solving were taken into account in constructing the elements of cognitive abilities. There are four dimension of learning styles proposed by Felder and Silverman intended to capture student learning preferences with regards to processing either active or reflective, perception based on sensing or intuitive, input of information used visual or verbal and understanding information represent with sequential or global learner. The study discovered that students are tending to be visual learners and each type of learner having significant difference whereas cognitive abilities. The finding may help teachers to facilitate students more effectively and to boost the student’s cognitive abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title="learning styles">learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=dimension%20of%20learning%20styles" title=" dimension of learning styles"> dimension of learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20preferences" title=" learning preferences"> learning preferences</a> </p> <a href="https://publications.waset.org/abstracts/2036/disparity-of-learning-styles-and-cognitive-abilities-in-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2461</span> Impact of Motor Behaviour Aspects of Autism on Cognitive Ability in Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20Zeina">Rana Zeina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive and behavioral symptoms may, in fact, overlap and be related to the level of the general cognitive function. We measured the behavioral aspects of autism and its correlation to the cognitive ability in 30 children with ASD. We used a neuropsychological battery CANTAB eclipse to evaluate the ASD children's cognitive ability. Individuals with ASDs and challenging behaviors showed significant correlation between some cognitive abilities and motor behavior aspects. Based on these findings we can conclude that the motor behavioral problems in autism affect specific cognitive abilities in ASDs such as comprehension, learning, reversal, acquisition, attention set shifting, and speed of reaction to one stimulus. Future research should also focus on the relationship between motor stereotypes and other subtypes of repetitive behaviors, such as verbal stereotypes, and ritual and routine adherence and use different types of CANTAB tests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title="cognitive ability">cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=CANTAB%20test" title=" CANTAB test"> CANTAB test</a>, <a href="https://publications.waset.org/abstracts/search?q=behaviour%20motor%20aspects" title=" behaviour motor aspects"> behaviour motor aspects</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a> </p> <a href="https://publications.waset.org/abstracts/6395/impact-of-motor-behaviour-aspects-of-autism-on-cognitive-ability-in-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2460</span> Scenario Based Reaction Time Analysis for Seafarers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umut%20Tac">Umut Tac</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Tavacioglu"> Leyla Tavacioglu</a>, <a href="https://publications.waset.org/abstracts/search?q=Pelin%20Bolat"> Pelin Bolat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human factor has been one of the elements that cause vulnerabilities which can be resulted with accidents in maritime transportation. When the roots of human factor based accidents are analyzed, gaps in performing cognitive abilities (reaction time, attention, memory…) are faced as the main reasons for the vulnerabilities in complex environment of maritime systems. Thus cognitive processes in maritime systems have arisen important subject that should be investigated comprehensively. At this point, neurocognitive tests such as reaction time analysis tests have been used as coherent tools that enable us to make valid assessments for cognitive status. In this respect, the aim of this study is to evaluate the reaction time (response time or latency) of seafarers due to their occupational experience and age. For this study, reaction time for different maneuverers has been taken while the participants were performing a sea voyage through a simulator which was run up with a certain scenario. After collecting the data for reaction time, a statistical analyze has been done to understand the relation between occupational experience and cognitive abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title="cognitive abilities">cognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20factor" title=" human factor"> human factor</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocognitive%20test%20battery" title=" neurocognitive test battery"> neurocognitive test battery</a>, <a href="https://publications.waset.org/abstracts/search?q=reaction%20time" title=" reaction time"> reaction time</a> </p> <a href="https://publications.waset.org/abstracts/57613/scenario-based-reaction-time-analysis-for-seafarers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2459</span> Examining the Cognitive Abilities and Financial Literacy Among Street Entrepreneurs: Evidence From North-East, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aayushi%20Lyngwa">Aayushi Lyngwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Bimal%20Kishore%20Sahoo"> Bimal Kishore Sahoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study discusses the relationship between cognitive ability and the level of education attained by the tribal street entrepreneurs on their financial literacy. It is driven by the objective of examining the effect of cognitive ability on financial ability on the one hand and determining the effect of the same on financial literacy on the other. A field experiment was conducted on 203 tribal street vendors in the north-eastern Indian state of Mizoram. This experiment's calculations are conditioned by providing each question scores like math score (cognitive ability), financial score and debt score (financial ability). After that, categories for each of the variables, like math category (math score), financial category (financial score) and debt category (debt score), are generated to run the regression model. Since the dependent variable is ordinal, an ordered logit regression model was applied. The study shows that street vendors' cognitive and financial abilities are highly correlated. It, therefore, confirms that cognitive ability positively affects the financial literacy of street vendors through the increase in attainment of educational levels. It is also found that concerning the type of street vendors, regular street vendors are more likely to have better cognitive abilities than temporary street vendors. Additionally, street vendors with more cognitive and financial abilities gained better monthly profits and performed habits of bookkeeping. The study attempts to draw a particular focus on a set-up which is economically and socially marginalized in the Indian economy. Its finding contributes to understanding financial literacy in an understudied area and provides policy implications through inclusive financial systems solutions in an economy limited to tribal street vendors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=street%20entrepreneurs" title=" street entrepreneurs"> street entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=tribals" title=" tribals"> tribals</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20ability" title=" cognitive ability"> cognitive ability</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20ability" title=" financial ability"> financial ability</a>, <a href="https://publications.waset.org/abstracts/search?q=ordered%20logit%20regression." title=" ordered logit regression."> ordered logit regression.</a> </p> <a href="https://publications.waset.org/abstracts/161660/examining-the-cognitive-abilities-and-financial-literacy-among-street-entrepreneurs-evidence-from-north-east-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2458</span> Prevalence of Cognitive Decline in Major Depressive Illness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=U.%20B.%20Zubair">U. B. Zubair</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Kiyani"> A. Kiyani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Depressive illness predispose individuals to a lot of physical and mental health issues. Anxiety and substance use disorders have been studied widely as comorbidity. Biological symptoms also now considered part of the depressive spectrum. Cognitive abilities also decline or get affected and need to be looked into in detail in depressed patients. Objective: To determine the prevalence of cognitive decline among patients with major depressive illness and analyze the associated socio-demographic factors. Methods: 190 patients of major depressive illness were included in our study to determine the presence of cognitive decline among them. Depression was diagnosed by a consultant psychiatrist by using the ICD-10 criteria for major depressive disorder. British Columbia Cognitive Complaints Inventory (BC-CCI) was the psychometric tool used to determine the cognitive decline. Sociodemographic profile was recorded and the relationship of various factors with cognitive decline was also ascertained. Findings: 70% of the patients suffering from depression included in this study showed the presence of some degree of cognitive decline, while 30% did not show any evidence of cognitive decline when screened through BCCCI. Statistical testing revealed that the female gender was the only socio-demographic parameter linked significantly with the presence of cognitive decline. Conclusion: Decline in cognitive abilities was found in a significant number of patients suffering from major depression in our sample population. Screening for this parameter f mental function should be done in depression clinics to pick it early. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20decline" title=" cognitive decline"> cognitive decline</a>, <a href="https://publications.waset.org/abstracts/search?q=prevalence" title=" prevalence"> prevalence</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-demographic%20factors" title=" socio-demographic factors"> socio-demographic factors</a> </p> <a href="https://publications.waset.org/abstracts/117072/prevalence-of-cognitive-decline-in-major-depressive-illness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117072.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2457</span> Psychopedagogical Service for the Promotion of Cognitive Abilities in Competitive Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Esteves">T. Esteves</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mesquita"> S. Mesquita</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Santos"> A. Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Campina"> A. Campina</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Costa-Lobo"> C. Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The theme regarding the differentiation of high-performance athletes has always aroused curiosity and fascination, becoming a target for study, especially in the social and human sciences. It was from the 60's and 70's that the concern for the study of the excellence of athletes that showed indices of high performance in sports began to arise. From the 1990s, it became possible to specify the mental competencies and psychological characteristics associated with Olympic athletes with high levels of success. Several studies considered that well-structured pre-competitive and competitive routines and plans were predictors of sports success. Likewise, the high levels of motivation, commitment and concentration; the high levels of self-confidence and optimism; the presence of effective coping strategies to deal with distractions and unexpected situations or events; adequate regulation of activation and anxiety; the establishment and formulation of objectives; and mental visualization and practice were determinants in the manifestation of excellence in these athletes. As such, the promotion of these cognitive abilities has been emphasized in the good performance of the athletes. With the objective of implementing cognitive stimulation programs to meet the specific needs of talented athletes, together with pedagogical activities to promote educational strategies and promote interpersonal relationships, this communication systematizes a proposal for a psychopedagogical service to promote cognitive abilities in competitive athletes, SPAC, to implement in a Portuguese soccer team. This service will be based on a holistic vision in order to promote talent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=athletes" title="athletes">athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20competition" title=" high competition"> high competition</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-pedagogical%20service" title=" psycho-pedagogical service"> psycho-pedagogical service</a> </p> <a href="https://publications.waset.org/abstracts/72237/psychopedagogical-service-for-the-promotion-of-cognitive-abilities-in-competitive-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72237.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2456</span> Improving Learning Abilities and Inclusion through Movement: The Movi-Mente© Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Traina">Ivan Traina</a>, <a href="https://publications.waset.org/abstracts/search?q=Luigi%20Sangalli"> Luigi Sangalli</a>, <a href="https://publications.waset.org/abstracts/search?q=Fabio%20Tognon"> Fabio Tognon</a>, <a href="https://publications.waset.org/abstracts/search?q=Angelo%20Lascioli"> Angelo Lascioli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, challenges regarding preschooler children are mainly focused on a sedentary lifestyle. Also, motor activity in infancy is seen as a tool for the separate acquisition of cognitive and socio-emotional skills rather than considering neuromotor development as a tool for improving learning abilities. The paper utilized an observational research method to shed light on the results of practicing neuromotor exercises in preschool children with disability as well as provide implications for practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disability" title="children with disability">children with disability</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20abilities" title=" learning abilities"> learning abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=neuromotor%20development" title=" neuromotor development"> neuromotor development</a> </p> <a href="https://publications.waset.org/abstracts/151345/improving-learning-abilities-and-inclusion-through-movement-the-movi-mente-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2455</span> Social-Cognitive Aspects of Interpretation: Didactic Approaches in Language Processing and English as a Second Language Difficulties in Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Schnell%20Zsuzsanna">Schnell Zsuzsanna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The interpretation of written texts, language processing in the visual domain, in other words, atypical reading abilities, also known as dyslexia, is an ever-growing phenomenon in today’s societies and educational communities. The much-researched problem affects cognitive abilities and, coupled with normal intelligence normally manifests difficulties in the differentiation of sounds and orthography and in the holistic processing of written words. The factors of susceptibility are varied: social, cognitive psychological, and linguistic factors interact with each other. Methods: The research will explain the psycholinguistics of dyslexia on the basis of several empirical experiments and demonstrate how domain-general abilities of inhibition, retrieval from the mental lexicon, priming, phonological processing, and visual modality transfer affect successful language processing and interpretation. Interpretation of visual stimuli is hindered, and the problem seems to be embedded in a sociocultural, psycholinguistic, and cognitive background. This makes the picture even more complex, suggesting that the understanding and resolving of the issues of dyslexia has to be interdisciplinary, aided by several disciplines in the field of humanities and social sciences, and should be researched from an empirical approach, where the practical, educational corollaries can be analyzed on an applied basis. Aim and applicability: The lecture sheds light on the applied, cognitive aspects of interpretation, social cognitive traits of language processing, the mental underpinnings of cognitive interpretation strategies in different languages (namely, Hungarian and English), offering solutions with a few applied techniques for success in foreign language learning that can be useful advice for the developers of testing methodologies and measures across ESL teaching and testing platforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=transparency" title=" transparency"> transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=modalities" title=" modalities"> modalities</a> </p> <a href="https://publications.waset.org/abstracts/165654/social-cognitive-aspects-of-interpretation-didactic-approaches-in-language-processing-and-english-as-a-second-language-difficulties-in-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165654.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2454</span> Investigating the Relationship and Interaction between Auditory Processing Disorder and Auditory Attention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amirreza%20Razzaghipour%20Sorkhab">Amirreza Razzaghipour Sorkhab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exploration of the connection between cognition and Auditory Processing Disorder (APD) holds significant value. Individuals with APD experience challenges in processing auditory information through the central auditory nervous system's varied pathways. Understanding the importance of auditory attention in individuals with APD, as well as the primary diagnostic tools such as language and auditory attention tests, highlights the critical need for assessing their auditory attention abilities. While not all children with Auditory Processing Disorder (APD) show deficits in auditory attention, there are often deficiencies in cognitive and attentional performance. The link between various types of attention deficits and APD suggests impairments in sustained and divided auditory attention. Research into the origins of APD should also encompass higher-level processes, such as auditory attention. It is evident that investigating the interaction between APD and auditory and cognitive functions holds significant value. Furthermore, it was demonstrated that APD tests may be influenced by cognitive factors, but despite signs of auditory attention interaction with auditory processing skills and the influence of cognitive factors on tests for this disorder, auditory attention measures are not typically included in APD diagnostic protocols. Therefore, incorporating attention assessment tests into the battery of tests for individuals with auditory processing disorder will be beneficial for obtaining useful insights into their attentional abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20processing%20disorder" title="auditory processing disorder">auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20attention" title=" auditory attention"> auditory attention</a>, <a href="https://publications.waset.org/abstracts/search?q=central%20auditory%20processing%20disorder" title=" central auditory processing disorder"> central auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=top-down%20pathway" title=" top-down pathway"> top-down pathway</a> </p> <a href="https://publications.waset.org/abstracts/175116/investigating-the-relationship-and-interaction-between-auditory-processing-disorder-and-auditory-attention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2453</span> Using Differentiation Instruction to Create a Personalized Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Yocco%20Rossi">Valerie Yocco Rossi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The author will share why differentiation is necessary for all classrooms as well as strategies for differentiating content, process, and product. Through learning how to differentiate, teachers will be able to create activities and assessments to meet the abilities, readiness levels, and interests of all learners. Content and Purpose: This work will focus on how to create a learning experience for students that recognizes their different interests, abilities, and readiness levels by differentiating content, process, and product. Likewise, the best learning environments allow for choice. Choice boards allow students to select tasks based on interests. There can be challenging and basic tasks to meet the needs of various abilities. Equally, rubrics allow for personalized and differentiated assessments based on readiness levels and cognitive abilities. The principals of DI help to create a classroom where all students are learning to the best of their abilities. Outcomes: After reviewing the work, readers will be able to (1) identify the benefits of differentiated instruction; (2) convert traditional learning activities to differentiated ones; (3) differentiate, writing-based assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differentiation" title="differentiation">differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning"> personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/168918/using-differentiation-instruction-to-create-a-personalized-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2452</span> A Constructivist Approach and Tool for Autonomous Agent Bottom-up Sequential Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jianyong%20Xue">Jianyong Xue</a>, <a href="https://publications.waset.org/abstracts/search?q=Olivier%20L.%20Georgeon"> Olivier L. Georgeon</a>, <a href="https://publications.waset.org/abstracts/search?q=Salima%20Hassas"> Salima Hassas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the initial phase of cognitive development, infants exhibit amazing abilities to generate novel behaviors in unfamiliar situations, and explore actively to learn the best while lacking extrinsic rewards from the environment. These abilities set them apart from even the most advanced autonomous robots. This work seeks to contribute to understand and replicate some of these abilities. We propose the Bottom-up hiErarchical sequential Learning algorithm with Constructivist pAradigm (BEL-CA) to design agents capable of learning autonomously and continuously through interactions. The algorithm implements no assumption about the semantics of input and output data. It does not rely upon a model of the world given a priori in the form of a set of states and transitions as well. Besides, we propose a toolkit to analyze the learning process at run time called GAIT (Generating and Analyzing Interaction Traces). We use GAIT to report and explain the detailed learning process and the structured behaviors that the agent has learned on each decision making. We report an experiment in which the agent learned to successfully interact with its environment and to avoid unfavorable interactions using regularities discovered through interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title="cognitive development">cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title=" constructivist learning"> constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20sequential%20learning" title=" hierarchical sequential learning"> hierarchical sequential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-adaptation" title=" self-adaptation"> self-adaptation</a> </p> <a href="https://publications.waset.org/abstracts/129145/a-constructivist-approach-and-tool-for-autonomous-agent-bottom-up-sequential-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2451</span> Verbal Working Memory in Sequential and Simultaneous Bilinguals: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Archana%20Rao%20R.">Archana Rao R.</a>, <a href="https://publications.waset.org/abstracts/search?q=Deepak%20P."> Deepak P.</a>, <a href="https://publications.waset.org/abstracts/search?q=Chayashree%20P.%20D."> Chayashree P. D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Darshan%20H.%20S."> Darshan H. S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive abilities in bilinguals have been widely studied over the last few decades. Bilingualism has been found to extensively facilitate the ability to store and manipulate information in Working Memory (WM). The mechanism of WM includes primary memory, attentional control, and secondary memory, each of which makes a contribution to WM. Many researches have been done in an attempt to measure WM capabilities through both verbal (phonological) and nonverbal tasks (visuospatial). Since there is a lot of speculations regarding the relationship between WM and bilingualism, further investigation is required to understand the nature of WM in bilinguals, i.e., with respect to sequential and simultaneous bilinguals. Hence the present study aimed to highlight the verbal working memory abilities in sequential and simultaneous bilinguals with respect to the processing and recall abilities of nouns and verbs. Two groups of bilinguals aged between 18-30 years were considered for the study. Group 1 consisted of 20 (10 males and 10 females) sequential bilinguals who had acquired L1 (Kannada) before the age of 3 and had exposure to L2 (English) for a period of 8-10 years. Group 2 consisted of 20 (10 males and 10 females) simultaneous bilinguals who have acquired both L1 and L2 before the age of 3. Working memory abilities were assessed using two tasks, and a set of stimuli which was presented in gradation of complexity and the stimuli was inclusive of frequent and infrequent nouns and verbs. The tasks involved the participants to judge the correctness of the sentence and simultaneously remember the last word of each sentence and the participants are instructed to recall the words at the end of each set. The results indicated no significant difference between sequential and simultaneous bilinguals in processing the nouns and verbs, and this could be attributed to the proficiency level of the participants in L1 and the alike cognitive abilities between the groups. And recall of nouns was better compared to verbs, maybe because of the complex argument structure involved in verbs. Similarly, authors found a frequency of occurrence of nouns and verbs also had an effect on WM abilities. The difference was also found across gradation due to the load imposed on the central executive function and phonological loop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilinguals" title="bilinguals">bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=nouns" title=" nouns"> nouns</a>, <a href="https://publications.waset.org/abstracts/search?q=verbs" title=" verbs"> verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/101663/verbal-working-memory-in-sequential-and-simultaneous-bilinguals-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101663.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2450</span> Identifying Physiological Markers That Are Sensitive to Cognitive Load in Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Priyashri%20Kamlesh%20Sridhar">Priyashri Kamlesh Sridhar</a>, <a href="https://publications.waset.org/abstracts/search?q=Suranga%20Nanayakkara"> Suranga Nanayakkara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current frameworks in assessment follow lesson delivery and rely heavily on test performance or teacher’s observations. This, however, neglects the underlying cognitive load during the learning process. Identifying the pivotal points when the load occurs helps design effective pedagogies and tools that respond to learners’ cognitive state. There has been limited research on quantifying cognitive load in preschoolers, real-time. In this study, we recorded electrodermal activity and heart rate variability (HRV) from 10 kindergarteners performing executive function tasks and Johnson Woodcock test of cognitive abilities. Preliminary findings suggest that there are indeed sensitive task-dependent markers in skin conductance (number of SCRs and average amplitude of SCRs) and HRV (mean heart rate and low frequency component) captured during the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=methodologies" title=" methodologies"> methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/74017/identifying-physiological-markers-that-are-sensitive-to-cognitive-load-in-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74017.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2449</span> Executive Function Assessment with Aboriginal Australians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Keiller">T. Keiller</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Hindman"> E. Hindman</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Hassmen"> P. Hassmen</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Radford"> K. Radford</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Lavrencic"> L. Lavrencic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Psychosocial disadvantage is associated with impaired cognitive abilities, with executive functioning (EF) abilities particularly vulnerable. EF abilities strongly predict general daily functioning, educational and career prospects, and health choices. A reliable and valid assessment of EF is important to support appropriate care and intervention strategies. However, evidence-based EF assessment tools for use with Aboriginal Australians are limited. Aim and Method: This research aims to develop and validate a culturally appropriate EF tool for use with indigenous Australians. To this end, Study One aims to review current literature examining the benefits and disadvantages of current EF assessment tools for use with Indigenous Australians. Study Two aims to collate expert opinion on the strengths and weaknesses of various current EF assessment tools for use with Indigenous Australians using Delphi methodology with experienced psychologists (n = 10). The initial two studies will inform the development of a culturally appropriate assessment tool. Study Three aims to evaluate the psychometric properties of the tool with an Indigenous sample living in the New South Wales Mid-North Coast. The study aims to quantify the predictive validity of this tool via comparison to functionality predictors and neuropsychological assessment scores. Study Four aims to collect qualitative data surrounding the feasibility and acceptability of the tool among indigenous Australians and health professionals. Expected Results: Findings from this research are likely to inform cognitive assessment practices and tool selection for health professionals conducting cognitive assessments with Indigenous Australians. Improved assessment of EF will inform appropriate care and intervention strategies for individuals with EF deficits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aboriginal%20Australians" title="aboriginal Australians">aboriginal Australians</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20tool" title=" assessment tool"> assessment tool</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functioning" title=" executive functioning"> executive functioning</a> </p> <a href="https://publications.waset.org/abstracts/129730/executive-function-assessment-with-aboriginal-australians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129730.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2448</span> Perspective Shifting in the Elicited Language Production Can Defy with Aging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tuyuan%20Cheng">Tuyuan Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As we age, many things become more difficult. Among the abilities are the linguistic and cognitive ones. Competing theories have shown that these two functions could diminish together or that one is selectively affected by the other. In other words, some proposes aging affects sentence production in the same way it affects sentence comprehension and other cognitive functions, while some argues it does not.To address this question, the current investigation is conducted into the critical aspect of sentences as well as cognitive abilities – the syntactic complexity and the number of perspective shifts being contained in the elicited production. Healthy non-pathological aging is often characterized by a cognitive and neural decline in a number of cognitive abilities. Although the language is assumed to be of the more stable domain, a variety of findings in the cognitive aging literature would suggest otherwise. Older adults often show deficits in language production and multiple aspects of comprehension. Nevertheless, while some age differences likely reflect cognitive decline, others might reflect changes in communicative goals, and some even display cognitive advantages. In the domain of language processing, research efforts have been made in tests that probed a variety of communicative abilities. In general, there exists a distinction: Comprehension seems to be selectively unaffected, while production does not. The current study raises a novel question and investigates whether aging affects the production of relative clauses (RCs) under the cognitive factor of perspective shifts. Based on Perspective Hypothesis (MacWhinney, 2000, 2005), our cognitive processes build upon a fundamental system of perspective-taking, and language provides a series of cues to facilitate the construction and shifting of perspectives. These cues include a wide variety of constructions, including RCs structures. In this regard, linguistic complexity can be determined by the number of perspective shifts, and the processing difficulties of RCs can be interpreted within the theory of perspective shifting. Two experiments were conducted to study language production under controlled conditions. In Experiment 1, older healthy participants were tested on standard measures of cognitive aging, including MMSE (Mini-Mental State Examination), ToMI-2 (a simplified Theory of Mind Inventory-2), and a perspective-shifting comprehension task programmed with E-Prime. The results were analyzed to examine if/how they are correlated with aging people’s subsequent production data. In Experiment 2, the production profile of differing RCs, SRC vs. ORC, were collected with healthy aging participants who perform a picture elicitation task. Variable containing 0, 1, or 2 perspective shifts were juxtaposed respectively to the pictures and counterbalanced presented for elicitation. In parallel, a controlled group of young adults were recruited to examine the linguistic and cognitive abilities in question. The results lead us to the discussion whetheraging affects RCs production in a manner determined by its semantic structure or the number of perspective shifts it contains or the status of participants’ mental understanding. The major findingsare: (1) Elders’ production on Chinese RCtypes did not display intrinsic difficulty asymmetry. (2) RC types (the linguistic structural features) and the cognitiveperspective shifts jointly play important roles in the elders’ RCproduction. (3) The production of RC may defy the aging in the case offlexibly preserved cognitive ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognition%20aging" title="cognition aging">cognition aging</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20hypothesis" title=" perspective hypothesis"> perspective hypothesis</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20shift" title=" perspective shift"> perspective shift</a>, <a href="https://publications.waset.org/abstracts/search?q=relative%20clauses" title=" relative clauses"> relative clauses</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20complexity" title=" sentence complexity"> sentence complexity</a> </p> <a href="https://publications.waset.org/abstracts/157632/perspective-shifting-in-the-elicited-language-production-can-defy-with-aging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2447</span> Analysis of Computer Science Papers Conducted by Board of Intermediate and Secondary Education at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ameema%20Mahroof">Ameema Mahroof</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Saeed"> Muhammad Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to analyze the papers of computer science conducted by Board of Intermediate and Secondary Education with reference to Bloom’s taxonomy. The present study has two parts. First, the analysis is done on the papers conducted by Board of Intermediate of Secondary Education on the basis of basic rules of item construction especially Bloom’s (1956). And the item analysis is done to improve the psychometric properties of a test. The sample included the question papers of computer science of higher secondary classes (XI-XII) for the years 2011 and 2012. For item analysis, the data was collected from 60 students through convenient sampling. Findings of the study revealed that in the papers by Board of intermediate and secondary education the maximum focus was on knowledge and understanding level and very less focus was on the application, analysis, and synthesis. Furthermore, the item analysis on the question paper reveals that item difficulty of most of the questions did not show a balanced paper, the items were either very difficult while most of the items were too easy (measuring knowledge and understanding abilities). Likewise, most of the items were not truly discriminating the high and low achievers; four items were even negatively discriminating. The researchers also analyzed the items of the paper through software Conquest. These results show that the papers conducted by Board of Intermediate and Secondary Education were not well constructed. It was recommended that paper setters should be trained in developing the question papers that can measure various cognitive abilities of students so that a good paper in computer science should assess all cognitive abilities of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title="Bloom’s taxonomy">Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=question%20paper" title=" question paper"> question paper</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20analysis" title=" item analysis"> item analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20domain" title=" cognitive domain"> cognitive domain</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a> </p> <a href="https://publications.waset.org/abstracts/95002/analysis-of-computer-science-papers-conducted-by-board-of-intermediate-and-secondary-education-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95002.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2446</span> Relationship Between Collegiality and the EQ of Leaders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being a collegial leader would require such a person to promote an organizational passion that identifies and acknowledges the contribution of every employee. Collegiality is about sharing responsibilities and being accountable for one’s actions. Leaders must therefore be equipped with the knowledge, skills, abilities, beliefs, and dispositions that will allow them to succeed in their organizations. These abilities should not only dwell on cognition alone, but also, equally, on the development of their emotional intelligence (EQ). It is therefore a myth that leaders are entrusted with absolute power to manage all the resources of their organizations. Workers feel confident with leaders who are adaptable, flexible and supportive when it comes to shared decision-making and the devolution of power within the organization. Research strongly supports the notion that a leader requires a high level of EQ in addition to IQ (cognitive intelligence) to achieve the goals of the organization. On the other hand, traditional managers require cognitive abilities and technical skills to get the work done by their employees. This does not imply that management is not important in organizations. However, the approach of managers becomes highly critical when the focus is purely task orientated. Enabling or empowering employees, therefore, is an important aspect in establishing emotionally intelligent collaboration, as the willing and satisfied participation of the employees can be the result of leaders’ commitment to establishing a collegial working environment as demonstrated by their behaviours. This paper therefore analyses why it matters for ideal leaders to be imbued with the traits of EQ and collegiality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collegiality" title="collegiality">collegiality</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=empowering%20employees" title=" empowering employees"> empowering employees</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20managers" title=" traditional managers"> traditional managers</a> </p> <a href="https://publications.waset.org/abstracts/30041/relationship-between-collegiality-and-the-eq-of-leaders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2445</span> The Differences and Similarities in Neurocognitive Deficits in Mild Traumatic Brain Injury and Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boris%20Ershov">Boris Ershov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Depression is the most common mood disorder experienced by patients who have sustained a traumatic brain injury (TBI) and is associated with poorer cognitive functional outcomes. However, in some cases, similar cognitive impairments can also be observed in depression. There is not enough information about the features of the cognitive deficit in patients with TBI in relation to patients with depression. TBI patients without depressive symptoms (TBInD, n25), TBI patients with depressive symptoms (TBID, n31), and 28 patients with bipolar II disorder (BP) were included in the study. There were no significant differences in participants in respect to age, handedness and educational level. The patients clinical status was determined by using Montgomery–Asberg Depression Rating Scale (MADRS). All participants completed a cognitive battery (The Brief Assessment of Cognition in Affective Disorders (BAC-A)). Additionally, the Rey–Osterrieth Complex Figure (ROCF) was used to assess visuospatial construction abilities and visual memory, as well as planning and organizational skills. Compared to BP, TBInD and TBID showed a significant impairments in visuomotor abilities, verbal and visual memory. There were no significant differences between BP and TBID groups in working memory, speed of information processing, problem solving. Interference effect (cognitive inhibition) was significantly greater in TBInD and TBID compared to BP. Memory bias towards mood-related information in BP and TBID was greater in comparison with TBInD. These results suggest that depressive symptoms are associated with impairments some executive functions in combination at decrease of speed of information processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bipolar%20II%20disorder" title="bipolar II disorder">bipolar II disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocognitive%20deficits" title=" neurocognitive deficits"> neurocognitive deficits</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20brain%20injury" title=" traumatic brain injury"> traumatic brain injury</a> </p> <a href="https://publications.waset.org/abstracts/59107/the-differences-and-similarities-in-neurocognitive-deficits-in-mild-traumatic-brain-injury-and-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2444</span> The Incidental Linguistic Information Processing and Its Relation to General Intellectual Abilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeniya%20V.%20Gavrilova">Evgeniya V. Gavrilova</a>, <a href="https://publications.waset.org/abstracts/search?q=Sofya%20S.%20Belova"> Sofya S. Belova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was aimed at clarifying the relationship between general intellectual abilities and efficiency in free recall and rhymed words generation task after incidental exposure to linguistic stimuli. The theoretical frameworks stress that general intellectual abilities are based on intentional mental strategies. In this context, it seems to be crucial to examine the efficiency of incidentally presented information processing in cognitive task and its relation to general intellectual abilities. The sample consisted of 32 Russian students. Participants were exposed to pairs of words. Each pair consisted of two common nouns or two city names. Participants had to decide whether a city name was presented in each pair. Thus words’ semantics was processed intentionally. The city names were considered to be focal stimuli, whereas common nouns were considered to be peripheral stimuli. Along with that each pair of words could be rhymed or not be rhymed, but this phonemic aspect of stimuli’s characteristic (rhymed and non-rhymed words) was processed incidentally. Then participants were asked to produce as many rhymes as they could to new words. The stimuli presented earlier could be used as well. After that, participants had to retrieve all words presented earlier. In the end, verbal and non-verbal abilities were measured with number of special psychometric tests. As for free recall task intentionally processed focal stimuli had an advantage in recall compared to peripheral stimuli. In addition all the rhymed stimuli were recalled more effectively than non-rhymed ones. The inverse effect was found in words generation task where participants tended to use mainly peripheral stimuli compared to focal ones. Furthermore peripheral rhymed stimuli were most popular target category of stimuli that was used in this task. Thus the information that was processed incidentally had a supplemental influence on efficiency of stimuli processing as well in free recall as in word generation task. Different patterns of correlations between intellectual abilities and efficiency in different stimuli processing in both tasks were revealed. Non-verbal reasoning ability correlated positively with free recall of peripheral rhymed stimuli, but it was not related to performance on rhymed words’ generation task. Verbal reasoning ability correlated positively with free recall of focal stimuli. As for rhymed words generation task, verbal intelligence correlated negatively with generation of focal stimuli and correlated positively with generation of all peripheral stimuli. The present findings lead to two key conclusions. First, incidentally processed stimuli had an advantage in free recall and word generation task. Thus incidental information processing appeared to be crucial for subsequent cognitive performance. Secondly, it was demonstrated that incidentally processed stimuli were recalled more frequently by participants with high nonverbal reasoning ability and were more effectively used by participants with high verbal reasoning ability in subsequent cognitive tasks. That implies that general intellectual abilities could benefit from operating by different levels of information processing while cognitive problem solving. This research was supported by the “Grant of President of RF for young PhD scientists” (contract № is 14.Z56.17.2980- MK) and the Grant № 15-36-01348a2 of Russian Foundation for Humanities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focal%20and%20peripheral%20stimuli" title="focal and peripheral stimuli">focal and peripheral stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20intellectual%20abilities" title=" general intellectual abilities"> general intellectual abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=incidental%20information%20processing" title=" incidental information processing"> incidental information processing</a> </p> <a href="https://publications.waset.org/abstracts/70096/the-incidental-linguistic-information-processing-and-its-relation-to-general-intellectual-abilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2443</span> The Effectiveness of Computerized Dynamic Listening Assessment Informed by Attribute-Based Mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaru%20Meng">Yaru Meng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study contributes to the small but growing literature around computerized approaches to dynamic assessment (C-DA), wherein individual items are accompanied by mediating prompts. Mediation in the current computerized dynamic listening assessment (CDLA) was informed by an attribute-based mediation model (AMM) that identified the underlying L2 listening cognitive abilities and associated descriptors. The AMM served to focus mediation during C-DA on particular cognitive abilities with a goal of specifying areas of learner difficulty. 86 low-intermediate L2 English learners from a university in China completed three listening assessments, with an experimental group receiving the CLDA system and a control group a non-dynamic assessment. As an assessment, the use of the AMM in C-DA generated detailed diagnoses for each learner. In addition, both within- and between-group repeated ANOVA found greater gains at the level of specific attributes among C-DA learners over the course of a 5-week study. Directions for future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computerized%20dynamic%20assessment" title="computerized dynamic assessment">computerized dynamic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20foreign%20language%20listening" title=" English as foreign language listening"> English as foreign language listening</a>, <a href="https://publications.waset.org/abstracts/search?q=attribute-based%20mediation%20model" title=" attribute-based mediation model"> attribute-based mediation model</a> </p> <a href="https://publications.waset.org/abstracts/132564/the-effectiveness-of-computerized-dynamic-listening-assessment-informed-by-attribute-based-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132564.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2442</span> Functional Performance Needs of Individuals with Intellectual and Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noor%20Taleb%20Ismael">Noor Taleb Ismael</a>, <a href="https://publications.waset.org/abstracts/search?q=Areej%20Abd%20Al%20Kareem%20Al%20Titi"> Areej Abd Al Kareem Al Titi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ala%27a%20Fayez%20Jaber"> Ala'a Fayez Jaber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: To investigate self-perceived functional performance among adults with IDD who are Jordanian residential care and rehabilitation centers residents. Also, to investigate their functional abilities (i.e., motor, and cognitive). In addition, to determine the motor and cognitive predictors of their functional performance. Methods: The study utilized a cross-sectional descriptive design; the sample included 180 individuals with IDD (90 males and 90 females) aged 18 to 75 years. The inclusion criteria encompassed: 1) Adults with a confirmed IDD by their physician’s professional and 2) residents in Jordanian Residential Care and Rehabilitation Centers affiliated with the Jordanian Ministry of Social Development. The exclusion criteria were: 1) bedridden or totally dependent on their care providers; 2) who had an accident or acquired neurological conditions. Researchers conducted semi-structured interviews to complete the outcome measures that include the Canadian Occupational Performance Measure (COPM), the Functional Independence Measure (FIM), the Montreal Cognitive Assessment (MoCA), the Mini-Mental Status Examination (MMSE), and the sociodemographic questionnaire. Data analyses consisted of descriptive statistics, analysis of frequencies, correlation, and regression analyses. Result: Individuals with IDD showed low functional performance in all daily life areas, including self-care, productivity, and leisure; there was severe cognitive impairment and poor independence and functional performance. (COPM Performance M= 1.433, SD±.57021, COPM Satisfaction M= 1.31, SD±.54, FIM M= 3.673, SD± 1.7918). Two predictive models were validated for the COPM performance and FIM total scores. First, significant predictors of high self-perceived functional performance on COPM were high scores on FIM Motor sub scores, FIM cognitive sub scores, young age, and having a high school educational level (R2=0.603, p=0.012). Second, significant predictors of high functional capacity on FIM were a high score on the COPM performance subscale, a high MMSE score, and having a cerebral palsy (CP) diagnosis (R2=0.671, p<0.001). Conclusions: Evaluating functional performance and associated factors is important in rehabilitation to provide better services and improve health and QoL for individuals with IDD. This study suggested conducting future studies targeting integrated individuals with IDD who live with their families in the communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20performance" title="functional performance">functional performance</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilty" title=" intellectual and developmental disabilty"> intellectual and developmental disabilty</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities" title=" cognitive abilities"> cognitive abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20abilities" title=" motor abilities"> motor abilities</a> </p> <a href="https://publications.waset.org/abstracts/172518/functional-performance-needs-of-individuals-with-intellectual-and-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2441</span> A Case Report on Cognitive-Communication Intervention in Traumatic Brain Injury</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikitha%20Francis">Nikitha Francis</a>, <a href="https://publications.waset.org/abstracts/search?q=Anjana%20Hoode"> Anjana Hoode</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinitha%20George"> Vinitha George</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayashree%20S.%20Bhat"> Jayashree S. Bhat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interaction between cognition and language, referred as cognitive-communication, is very intricate, involving several mental processes such as perception, memory, attention, lexical retrieval, decision making, motor planning, self-monitoring and knowledge. Cognitive-communication disorders are difficulties in communicative competencies that result from underlying cognitive impairments of attention, memory, organization, information processing, problem solving, and executive functions. Traumatic brain injury (TBI) is an acquired, non - progressive condition, resulting in distinct deficits of cognitive communication abilities such as naming, word-finding, self-monitoring, auditory recognition, attention, perception and memory. Cognitive-communication intervention in TBI is individualized, in order to enhance the person’s ability to process and interpret information for better functioning in their family and community life. The present case report illustrates the cognitive-communicative behaviors and the intervention outcomes of an adult with TBI, who was brought to the Department of Audiology and Speech Language Pathology, with cognitive and communicative disturbances, consequent to road traffic accident. On a detailed assessment, she showed naming deficits along with perseverations and had severe difficulty in recalling the details of the accident, her house address, places she had visited earlier, names of people known to her, as well as the activities she did each day, leading to severe breakdowns in her communicative abilities. She had difficulty in initiating, maintaining and following a conversation. She also lacked orientation to time and place. On administration of the Manipal Manual of Cognitive Linguistic Abilities (MMCLA), she exhibited poor performance on tasks related to visual and auditory perception, short term memory, working memory and executive functions. She attended 20 sessions of cognitive-communication intervention which followed a domain-general, adaptive training paradigm, with tasks relevant to everyday cognitive-communication skills. Compensatory strategies such as maintaining a dairy with reminders of her daily routine, names of people, date, time and place was also recommended. MMCLA was re-administered and her performance in the tasks showed significant improvements. Occurrence of perseverations and word retrieval difficulties reduced. She developed interests to initiate her day-to-day activities at home independently, as well as involve herself in conversations with her family members. Though she lacked awareness about her deficits, she actively involved herself in all the therapy activities. Rehabilitation of moderate to severe head injury patients can be done effectively through a holistic cognitive retraining with a focus on different cognitive-linguistic domains. Selection of goals and activities should have relevance to the functional needs of each individual with TBI, as highlighted in the present case report. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive-communication" title="cognitive-communication">cognitive-communication</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=traumatic%20brain%20injury" title=" traumatic brain injury"> traumatic brain injury</a> </p> <a href="https://publications.waset.org/abstracts/41793/a-case-report-on-cognitive-communication-intervention-in-traumatic-brain-injury" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2440</span> Developing Reading Methods of Industrial Education Students at King Mongkut’s Institute of Technology Ladkrabang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rattana%20Sangchan">Rattana Sangchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Pattaraporn%20Thampradit"> Pattaraporn Thampradit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching students to use a variety of reading methods in developing reading is essential for Thai university students. However, there haven’t been a lot of studies concerned about developing reading methods that are used by Thai students in the industrial education field. Therefore, this study was carried out not only to investigate the developing reading methods of Industrial Education students at King Mongkut’s Institute of Technology Ladkrabang, but also to determine if the developing reading strategies differ among the students’ reading abilities and differ gender: male and female. The research instrument used in collecting the data consisted of fourteen statements which include either metacognitive strategies, cognitive strategies or social / affective strategies. Results of this study revealed that students could develop their reading methods in moderate level (mean=3.13). Furthermore, high reading ability students had different levels of using reading methods to develop their reading from those of mid reading ability students. In addition, high reading ability students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than mid reading ability students. Interestingly, male students could develop their reading methods in great levels while female students could develop their reading methods only in moderate level. Last but not least, male students could use either metacognitive reading methods or cognitive reading methods to develop their reading much better than female students. Thus, the results of this study could indicate that most students need to apply much more reading strategies to develop their reading. At the same time, suggestions on how to motivate and train their students to apply much more appropriate effective reading strategies to better comprehend their reading were also provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20reading%20methods" title="developing reading methods">developing reading methods</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20education" title=" industrial education"> industrial education</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20abilities" title=" reading abilities"> reading abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20method%20classification" title=" reading method classification "> reading method classification </a> </p> <a href="https://publications.waset.org/abstracts/47285/developing-reading-methods-of-industrial-education-students-at-king-mongkuts-institute-of-technology-ladkrabang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47285.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2439</span> Cognitive and Metacognitive Space in the Task Design at Postgraduate Taught Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Lin">Mei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Lana%20Yj%20Liu"> Lana Yj Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Thin%20Ngoc%20Pham"> Thin Ngoc Pham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Postgraduate taught (PGT) students’ learning strategies align with what the learning task constitutes and the environment that the task creates. Cognitively, they can discover new perspectives, challenge general assumptions, establish clear connections, and synthesise information. Metacognitively, their engagement is conducive to the development of planning, monitoring, and evaluating strategies. Given that there has been a lack of longitudinal insights into international PGT students’ experiences of the cognitive and metacognitive space created in the tasks, this paper presentation aims to fill the gaps by longitudinally exploring (1) the fundamentals of task designs to create cognitive and metacognitive space and (2) the opportunities and challenges of multicultural group discussions as a pedagogical approach for the implementation of cognitive and metacognitive space in the learning tasks. Data were collected from the two rounds of semi-structured interviews with 11 international PGT students in two programmes at a UK university -at the end of semester one and at the end of semester two. The findings show that the task designs, to create cognitive and metacognitive space, need to include four interconnected factors: clarity, relevance, motivation, and practicality. In addition, international PGT students perceived that they practised and developed their cognitive and metacognitive abilities while getting immersed in multicultural group discussions. The findings, from the learners’ point of view, make some pedagogy-related suggestions to the task designs at the master’s level, particularly how to engage students in learning during their transition into higher education in a different cultural setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20space" title="cognitive space">cognitive space</a>, <a href="https://publications.waset.org/abstracts/search?q=master%20students" title=" master students"> master students</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20space" title=" metacognitive space"> metacognitive space</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20design" title=" task design"> task design</a> </p> <a href="https://publications.waset.org/abstracts/177834/cognitive-and-metacognitive-space-in-the-task-design-at-postgraduate-taught-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2438</span> Towards Overturning the Dismal Mathematics Performance in Schools by Capitalizing on the Overlooked Cognitive Prowess for Adolescents to Learn Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dudu%20Ka%20Ruth%20Mkhize">Dudu Ka Ruth Mkhize</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescents are at the front and centre of poor mathematics performance in schools. Literature has concluded in some countries that there is a permanent and perpetual mathematics crisis in schools of the persistent poor performance in mathematics by teens. There is no shortage of interventions and research to solve this problem. However, none has capitalised on the cognitive prowess of adolescents, which was revealed at the turn of the century by the introduction of neuroimaging technologies such as structural and functional magnetic resonance imaging (sMRI and fMRI). This research found that brain growth during adolescence results in enhanced cognitive abilities essential for mathematics learning. This paper is based on the four-year case study of rural high school adolescents who had a negative attitude towards mathematics and hence were failing mathematics. But through a ten-day intervention where teaching revolved around invoking their cognitive ability, their attitude and motivation for mathematics changed for the better. The paper concludes that despite educational psychology being part of teacher education as well as education systems, there are numerous overlooked gems of psychological theories which have the potential to enhance academic achievement for youth in schools. A recommendation is made to take cues from positive psychology, whose establishment was a rejection of the dominance of the disease model in psychology. Similarly, the general perspective of poor mathematics performance can take a u-turn towards the cognitive ability acquired by adolescents because of their developmental stage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20growth" title=" cognitive growth"> cognitive growth</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20performance" title=" mathematics performance"> mathematics performance</a> </p> <a href="https://publications.waset.org/abstracts/167518/towards-overturning-the-dismal-mathematics-performance-in-schools-by-capitalizing-on-the-overlooked-cognitive-prowess-for-adolescents-to-learn-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2437</span> Personalized Learning: An Analysis Using Item Response Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Yacob">A. Yacob</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Hj.%20Ali"> N. Hj. Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20Yusoff"> M. H. Yusoff</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Y.%20MohdSaman"> M. Y. MohdSaman</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20M.%20A.%20F.%20W.%20Hamzah"> W. M. A. F. W. Hamzah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Personalized learning becomes increasingly popular which not is restricted by time, place or any other barriers. This study proposes an analysis of Personalized Learning using Item Response Theory which considers course material difficulty and learner ability. The study investigates twenty undergraduate students at TATI University College, who are taking programming subject. By using the IRT, it was found that, finding the most appropriate problem levels to each student include high and low level test items together is not a problem. Thus, the student abilities can be asses more accurately and fairly. Learners who experience more anxiety will affect a heavier cognitive load and receive lower test scores. Instructors are encouraged to provide a supportive learning environment to enhance learning effectiveness because Cognitive Load Theory concerns the limited capacity of the brain to absorb new information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20response%20theory" title=" item response theory"> item response theory</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title=" cognitive load theory"> cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/7302/personalized-learning-an-analysis-using-item-response-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2436</span> The Effects of Online Video Gaming on Creativity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chloe%20Shu-Hua%20Yeh">Chloe Shu-Hua Yeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effects of videogame play on players cognitive abilities is a growing research field in the recent decades, however, little is known about how ‘out-of-school’ use of videogame influences creativity. This interdisciplinary research explores the cognitive and emotional effects of two different types of online videogames (an action videogame and a non-action videogame) on subsequent creativity performances using a within-participant design study with 36 participants. Results showed that after playing the action game participants performed higher originality, elaboration and flexibility than after playing the causal game. The results explored effects of emotional states elicited during playing the games suggesting that arousal may be a significant emotional factor which influence subsequent creativity performance. The cognitive and emotional effects of videogame were discussed followed with implications for emotion-creativity-videogame play research, game designers, educational practitioners and parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attentional%20breadth" title="attentional breadth">attentional breadth</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=videogame%20play" title=" videogame play "> videogame play </a> </p> <a href="https://publications.waset.org/abstracts/17950/the-effects-of-online-video-gaming-on-creativity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">530</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2435</span> Enhancing Cognitive and Emotional Well-Being in an 85-Year-Old American-Dominican Veteran through Neuropsychological Intervention and Cognitive Stimulation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natividad%20Natalia%20Angeles%20Manuel">Natividad Natalia Angeles Manuel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the Dominican Republic, American-Dominican veterans face unique challenges due to their dual identities and wartime experiences. This case study examines an 85-year-old veteran with memory impairments and emotional distress linked to military service. A neuropsychological assessment using standardized tools evaluated cognitive domains and functional abilities. Significant deficits in memory, orientation, semantic memory, and executive functions, alongside symptoms of Post-Traumatic Stress Disorder and depression, were identified. A six-month cognitive stimulation program included tailored interventions to enhance memory, attention, and executive skills through weekly sessions and group activities. Medical and physical therapy support aimed to improve overall cognitive, functional, and emotional outcomes. Follow-up evaluations showed improvements in memory retention, attention, task proficiency, and reduced depressive symptoms, highlighting the program's effectiveness in promoting emotional well-being and quality of life. Despite ongoing memory challenges and military-related nightmares, the veteran responded positively to interventions, demonstrating resilience and motivation. This study emphasizes the importance of personalized neuropsychological interventions for American-Dominican veterans in the Dominican Republic. Through assessment tools and focused cognitive stimulation strategies, healthcare providers can successfully alleviate cognitive and emotional challenges stemming from traumatic experiences in elderly veterans. Overall, integrated neuropsychological assessment and stimulation programs are shown to enhance cognitive resilience and emotional well-being, thus contributing to an enhanced quality of life for aging American-Dominican veterans. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuropsychology" title="neuropsychology">neuropsychology</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20stimulation" title=" cognitive stimulation"> cognitive stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=American-Dominican%20veterans" title=" American-Dominican veterans"> American-Dominican veterans</a>, <a href="https://publications.waset.org/abstracts/search?q=Dominican%20Republic" title=" Dominican Republic"> Dominican Republic</a>, <a href="https://publications.waset.org/abstracts/search?q=PTSD" title=" PTSD"> PTSD</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20deficits" title=" memory deficits"> memory deficits</a> </p> <a href="https://publications.waset.org/abstracts/188378/enhancing-cognitive-and-emotional-well-being-in-an-85-year-old-american-dominican-veteran-through-neuropsychological-intervention-and-cognitive-stimulation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">35</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2434</span> Experiences of Social Participation among Community Elderly with Mild Cognitive Impairment: A Qualitative Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xue%20Li">Xue Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20Xu"> Hui Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mild cognitive impairment (MCI) is a clinical stage that occurs between normal aging and dementia. Although MCI increases the risk of developing dementia, individuals with MCI may maintain stable cognitive function and even recover to a typical cognitive state. An intervention to prevent or delay the progression to dementia in individuals with MCI may involve promoting social engagement. Social participation is the engagement in socially relevant social exchanges and meaningful activities. Older adults with MCI may encounter restricted cognitive abilities, mood changes, and behavioral difficulties during social participation, influencing their willingness to engage. Therefore, this study aims to employ qualitative research methods to gain an in-depth comprehension of the authentic social participation experiences of older adults with mild cognitive impairment, which will establish a foundation for designing appropriate intervention programs. A phenomenological research was conducted. The study participants were selected using the purposive sampling method in combination with the maximum differentiation sampling strategy. Face-to-face semistructured interviews were conducted among 12 elderly individuals suffering from mild cognitive impairment in a community in Zhengzhou City from May to July 2023. Colaizzi 7-step method was used to analyze the data and extract the theme. The real experience of social participation in older adults with mild cognitive impairment can be summarized into 3 themes: (1) a single social relationship but a strong desire to participate, (2) a dual experience of social participation with both positive and negative aspects, (3) multiple barriers to social participation, including impaired memory capacity, heavy family responsibilities and lack of infrastructure. The study found that elderly individuals with mild cognitive impairment and one social interaction display an increased desire to engage in society. To improve social participation levels and reduce cognitive function decline, healthcare providers should work with relevant government agencies and the community to create a comprehensive social participation system. It is important for healthcare providers to note the social participation status of the elderly with mild cognitive impairment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mild%20cognitive%20impairment" title="mild cognitive impairment">mild cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20elderly" title=" the elderly"> the elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20participation" title=" social participation"> social participation</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/177800/experiences-of-social-participation-among-community-elderly-with-mild-cognitive-impairment-a-qualitative-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=cognitive%20abilities&page=5">5</a></li> <li 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